41B Maraenui Drive, Kerikeri
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
PAUA Northland is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
PAUA Early Childhood Home-based Education and Care service is privately owned and includes 13 networks that provide home-based education and care throughout New Zealand. PAUA Poppetts Early Childhood Home-based Education and Care service is part of the wider PAUA networks. PAUA Northland has 23 children currently enrolled and is supported by two visiting teachers. Ten children identify as Māori. Educator homes are situated throughout Northland.
Several options for education and care are provided by PAUA. These include education and care in educators’ or family educator homes and a nanny service. PAUA's mission statement and core values state, ‘children are at the heart of all we do’. The service philosophy is based on Christian values and gives priority to building relationships at all levels of the organisation.
The director/owner has oversight of all PAUA operations. An education team leader oversees teaching and learning. PAUA peer leaders, who are experienced visiting teachers, mentor smaller teams of visiting teachers. Visiting teachers are qualified early childhood teachers who visit children and support educators in the home.
The key next steps for development from the June 2016 ERO education review included: strengthening strategic planning and evaluation; and supporting educators to develop an understanding of their role in promoting children's learning. Formalising teacher appraisal and developing appraisal policy and procedures were also areas for improvement. Progress is evident in appraisal practices and supporting educator's role in promoting children's learning. Strategic planning and internal evaluation continue to require strengthening.
This review was part of a cluster of three home-based education and care networks in the PAUA Poppetts Early Childhood Home-based Education and Care service.
Children enjoy a wide range of opportunities to be involved in learning experiences in educators' homes. There are many occasions for children to socialise with other children enrolled with PAUA and their educators. Visiting teachers organise community outings and support educators and children to attend community playgroups.
Visiting teachers demonstrate a strong understanding of their local communities and value and articulate the importance of their relationships with educators to support children's learning. Strategies are implemented that help to build educator understanding of their role as PAUA educators.
Educators are purposefully supported to notice, recognise and respond to children's interests and strengths. Visiting teachers coordinate a variety of learning opportunities and resources that support educators' practice. Monthly visit records give some visibility to the early childhood curriculum, Te Whāriki 2017 and documentation includes both the child's 'pathway of learning' and the 'educator's journey'.
Children's experiences are shared with parents and whānau in a variety of ways. Further opportunities for parents to contribute to decision making regarding their children's learning is required.
Inclusive practices provide good opportunities for all children to participate in the programmes offered. Visiting teachers have access to a range of information and knowledge from external agencies that support children, whānau and educators.
Infants and toddlers receive personalised care routines that are assisted by the sharing of information between the home and educators. Those children with diverse learning needs are well supported. Strengthening practices that respond to Māori children's language, culture and identity and Te Tiriti o Waitangi partnerships continue to be developed.
The organisation's philosophy guides the service and is evident in practice across it. Whanaungatanga has been a priority and is currently being reviewed organisation wide. Leadership across the service promotes a positive organisational culture based on relational trust and respect. There are multiple on-line platforms that facilitate communication and collaboration. Well-established guidelines for service leadership, visiting teachers' and educators' practice are in place.
The appraisal process supports teacher development. Internal and external professional development suitably links to appraisal goals. Continuing to more clearly strengthen the process to more closely focus on outcomes for children's learning is a next step.
Annual planning and review of the organisation's annual goals suitably guides service operations. Management and governance systems and practices monitor ongoing regulatory compliance and promote positive outcomes for children’s learning. The director receives and actions regular reporting that enables effective oversight across all network operations.
Strategic planning has recently been introduced to guide the organisation and to monitor progress towards long term goals. Embedding and strengthening components of strategic planning is required. There is a need to strengthen strategic goals to better focus on positive learning outcomes for children and to develop systematic internal evaluation practices.
The next steps for governance, management and visiting teachers is to develop strategic evaluation practices that enable the organisation to:
define strategic goals with a stronger focus on positive outcomes for children's learning and to monitor achievement towards meeting these goals
implement practices to gather evidence that enables management and leaders to analyse progress towards achieving strategic goals
provide more opportunities for parents and whānau to contribute to the service's direction and vision.
The next steps for education leaders are to:
develop shared expectations and guidelines for visiting teachers to maintain regular contact with parents and whānau and include them in decision making regarding their children's learning
continue to build visiting teachers' and educators' capability to implement te reo me ngā tikanga Māori across the organisation.
Before the review, the staff and management of PAUA Northland completed an ERO Home-based Education and Care Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Phil Cowie
Director Review and Improvement Services Central
Central Region
11 December 2019
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
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Location |
Kaitaia |
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Ministry of Education profile number |
46566 |
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Institution type |
Homebased Network |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
80 children, including up to 40 aged under 2 |
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Service roll |
23 |
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Standard or Quality Funded |
Standard |
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Gender composition |
Male 12, Female 11 |
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Ethnic composition |
Māori |
10 |
|
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Number of qualified coordinators in the network |
2 |
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Required ratios of staff educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
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Review team on site |
October 2019 |
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Date of this report |
11 December 2019 |
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Most recent ERO report(s) |
Education Review |
June 2016 |
|
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
PAUA (Preschoolers at-Home Uniquely Achieving), provides home-based education and care for young children within communities throughout New Zealand. The director has oversight of all PAUA operations. She is supported by a team directly responsible for teaching and learning. The education team leader oversees visiting teachers who support educators to provide education and care for children. Peer leaders mentor visiting teachers in their work. All PAUA staff regularly monitor health and safety practices in educators' homes
A significant number of children and educators are Māori. Many children are cared for by whānau members. The visiting teachers and educators know their community well. They strongly focus on children having equitable opportunities to become confident, capable learners.
This network is licensed for a maximum of 80 children including 40 up to two years old. The roll at the time of this review is 20, with eight identified as Māori. Two visiting teachers oversee the network which presently covers Kerikeri and Kaitaia in Northland.
This is the service's first ERO review.
This review was part of a cluster of five home-based education and care service reviews in the PAUA organisation.
The visiting teachers model good early childhood practices to support educators', families' and children's learning. They acknowledge that further work is needed to develop strategies that support educators' understanding about children's learning and their teaching role.
Māori children are well supported to succeed educationally as Māori. Many are placed with whānau educators. With the guidance of the visiting teachers they effectively encourage children's engagement and participation in learning that acknowledges te ao Māori. The visiting teachers have strong links with community groups that provide further avenues for children's learning beyond the home.
The curriculum is meaningful and children have fun. Information shows that children engage in a curriculum that is based on their observed interests. Educators are well supported by the visiting teacher to provide a wide range of learning experiences. Suitable resources provided by educators and PAUA promote infants', toddlers' and young children's engagement in activities. A commitment to inclusive practices is evident. Children with diverse needs are well catered for.
Children's learning is clearly depicted in assessment documents. The visiting teachers effectively support educators to record children's learning and share this with families and whānau. Photographs, identification of links to Te Whāriki, the early childhood curriculum, and various forms of research are used to guide educators in their understanding. Parents and whānau access children's assessment information electronically. Their comments are used to enhance their child's experiences at the educator's home.
The visiting teachers support and encourage educators to use assessment practices that identify children's learning, next steps and progress. Continuing to strengthen this practice is an ongoing focus for the visiting teacher.
Most children have a range of opportunities to mix with other children while in their educator's care. Some educators develop community networks and attend various events outside the home to complement what happens in the smaller group. Visiting teachers plan playgroups based on children's interests. Educators are encouraged to lead sessions and develop their planning and evaluation skills.
PAUA has well developed processes to monitor that its expectations for provision of quality education and care are being met. Visiting teachers develop monthly records of significant events for children and individual educators. Weekly reflections inform visiting teachers' own development and these are recorded against the Practising Teacher Criteria. Through PAUA systems, the director is assured that staff take all reasonable steps to implement practices that promote positive learning outcomes for children.
As an organisation, PAUA management has identified that strategic planning, review and internal evaluation and supporting the educators to develop an understanding of their role in promoting children's learning are areas that require strengthening. ERO's external evaluation supports this direction.
The development of an appraisal policy and procedures should assist visiting teachers to reflect on their current practice and plan future development. Leaders should formalise and strengthen teacher appraisal.
Before the review, the staff and management of PAUA Northland Tuarua completed an ERO Home-based Education and Care Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of PAUA Northland Tuarua will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
21 June 2016
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
|
Location |
Northland |
||
|
Ministry of Education profile number |
46566 |
||
|
Institution type |
Homebased Network |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
80 children, including up to 40 aged under 2 |
||
|
Service roll |
20 |
||
|
Standard or Quality Funded |
Standard |
||
|
Gender composition |
13 Boys, 7 Girls |
||
|
Ethnic composition |
Māori Pākehā Pacific |
8 11 1 |
|
|
Number of qualified coordinators in the network |
Two |
||
|
Required ratios of educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
||
|
Review team on site |
May 2016 |
||
|
Date of this report |
21 June 2016 |
||
|
Most recent ERO report(s) |
No previous ERO reports |
||
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.